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Domain 3 Reflection

The instructor felt the lesson was reasonably successful, though all objectives were not met due to time constraints. Communicating clearly with students was important. The hands-on lab engaged students and allowed different questioning techniques. Due to time issues, the instructor had to be flexible by adjusting goals and adding more time to complete the lab.

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Domain 3 Reflection

The instructor felt the lesson was reasonably successful, though all objectives were not met due to time constraints. Communicating clearly with students was important. The hands-on lab engaged students and allowed different questioning techniques. Due to time issues, the instructor had to be flexible by adjusting goals and adding more time to complete the lab.

Uploaded by

api-497661134
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Domain 3 Reflection

As I reflect on this lesson in accordance top Danielson’s Framework, Domain 3 -

Instruction, I was able envision where some of my strategies were successful and where there

where opportunities for improvement in my instruction. Throughout our course, I have

committed to seeing change in my approach and development in this domain.

Looking at all of the components of Domain 3, overall the lesson would be considered a

reasonably successful lesson. And although not all students were able to meet the objectives of

the lab, and due to time constraints we were unable to complete the entire lab, as an instructor I

felt that the components of the lesson were met.

Communicating with Students was a key aspect of the lab, as it is in daily instruction.

As we were in a new setting with new rules and procedures and different objectives, it was

paramount for me to communicate clearly, and precisely so the students could maximize their

understanding and engagement.

The lab was a little different than our normal science lesson. With that being said, I was

able and willing to use different questioning and discussion techniques. The lab afforded us

an opportunity to learn about things that our students have never even seen, and that opened the

door for different conversations and questions from all students, and instructors. Think-Pair-

Share was a great method for the students to interact and even better way for me to monitor the

comprehension of the class.

Engaging the students in learning was quite possibly the easiest component to meet

during this lesson. The activity was for the students to be hands on, and fully engaged and

inquisitive. Using the science lab, working in groups, and seeing things they have never seen

before, allowed the students to experience new things and their enthusiasm for learning was a
positive. The lab called for the students to observe, test, and identify minerals. In order for the

students to show understanding, they had to show engagement.

While conducting the lab, the students were assessed during and after the lab. Using

assessments in instruction helped me monitor the learners understanding in the midst of the

learning. Small group discussion, TPS gave me the time to actively monitor the groups in real

time. Some groups were off at times, but assessing during the lab allowed me to redirect as

needed to regain focus. The lab sheets were used as a tool to see if we met the objective at the

end of the lesson. Time constraints did not permit us to fully complete the lesson, so I had to

adjust some of the goals that were being assessed.

As I have mentioned a few times in this reflection, time management and issues arose.

That led to me demonstrating flexibility and responsiveness. As time dwindled away

(primarily because the students were engaged and had very good questions pertaining to the lab),

I had to make adjustments and be flexible, and reasonable with what goals I needed to be met to

show understanding. The lab initially called for seven minerals to be tested and identified in

only one science period. I had to exercise flexibility and responsiveness by altering the plan to

add another available time to finish the lab, and also decided it was best to lower the number of

minerals that would be identified.

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